Dunrossness Primary School

Living Laughing Learning

Handbook of Information for Parents 2013/14

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CONTENTS

Introduction 3 Contact Details 4 School Staff 5 School Times 6 Admissions and Transitions 6 Transport to School 9 Attendance/Absence/Sickness 10 Emergency Arrangements 11 Medicines/Asthma/Allergies 12 School Meals/Milk Service 12 School Uniform/Equipment/Personal Belongings 13 Provision and Care of Books 14 Financial Help for Parents 14 School Policies 14 Concerns/Complaints 15 Motto/Vision/Aims 16 Positive Behaviour 18 School Rules 18 Community 19 Curriculum for Excellence 20 Assessment and Reporting 25 Additional Support for Learning 26 GIRFEC – Getting It Right For Every Child 27 Child Protection 27 Partnership with Parents 28 Parent Council 29 After School Activities 30 School Fund 30 School Improvement 30 Calendar of Events 2013/14 32

Introduction

Welcome to Dunrossness Primary School! Our school is situated in the South Mainland of Shetland in a rural setting on the east coast of the island. Our catchment area includes the communities of Levenwick, Bigton, Quendale, Boddam and Virkie. The school is non-denominational and caters for pupils from nursery to Primary 7. Our roll at the beginning of this academic year was 104 pupils in primary and 27 in nursery. Secondary education for years S1-4 is provided in Sandwick Junior High School, Sandwick from where pupils transfer for the last two years of secondary education to the Anderson High School in Lerwick. The school has a nursery with provision for 20 children in each morning and afternoon session. Our nursery is currently staffed with a part-time teacher, a full-time early years worker and a part-time early years assistant. There are 5 classes in the primary department; P1, P2/3, P3/4, P5 and P6/7. Additional classroom support is provided by an additional support teacher and two ASN auxiliaries as well as a part-time classroom assistant. Peripatetic specialist teachers in PE, art and music visit all classes every week as do a number of instrumental instructors who teach individual music tuition to pupils from P5-7. Swimming instruction is provided by our PE teacher in our own on-site swimming pool. We have a breakfast club that runs every school day and an out of school club that runs each afternoon after school and during most days in the school holidays. Also employed in our school are the head teacher, a part-time secretary, playground supervisor, janitor and five part-time cleaners. School meals are prepared on the premises by our catering staff. The school has an active Parent Council that meets each term and represents the wider Parent Forum.

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This handbook provides information for parents for the school year 2013-14. Although the information is believed to be correct (June 2013), it is possible that changes have occurred, or will occur during the course of the year, that will affect the contents for this year or for the following school years. For further information or clarification, please contact the school and/or look at our school website www.dunrossness.shetland.sch.uk. Throughout this handbook, links to websites are provided for further information. Free access to these pages can be gained at the Shetland Library Learning Centre and at Islesburgh Community Centre. Hard copies and different formats of the handbook (for example in Braille or large print) will be made available by request to the school. Handbooks for all Shetland Islands Council’s schools can be found on the council’s website. The direct link is: http://www.shetland.gov.uk/education/SchoolHandbooks.asp

Contact Details

Name: Dunrossness Primary School Address: Dunrossness Primary School

Dunrossness Shetland ZE2 9JG

Telephone: 01595 745440 Fax: 01950 460803 E-mail: dunrossness@shetland.gov.uk Web-site: www.dunrossness.shetland.sch.uk Stages of Education: Nursery and Primary Roll: 131 Denominational Status: Non-denominational Head Teacher: Ms Lesley Simpson Parent Council email: sherri.malcolmson@shetland.gov.uk

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School Staff for 2013-14

Head Teacher: Ms Lesley Simpson Principal Teacher/ASN Teacher: Mrs Andrea Henderson

Class Teachers: Nursery Mrs Karen Osborn Primary 1 Miss Valerie Hughson Primary 2/3 Mrs Fiona Henderson Primary 3/4 Mrs Helen Moar Primary 5 Mrs Sandra Hay Primary 6/7 Ms Gina Scanlan

Support Staff: Early Years Worker: Mrs. Leona Smith Early Years Assistant: Mrs Carrie Morrison Classroom Assistant Mrs. Violet Casey ASN Auxiliaries: Mrs. Emma Graydon

Mrs. Lee Smith /Mrs. Violet Casey Playground Supervisor/ Admin assistant: Mrs. Jacqueline Jamieson Lunchtime Supervisor: Mrs. Marion Sutherland

Clerical Assistant: Mrs. Miriam Birnie Janitor: Mr. John MacKenzie

Visiting Teachers and Instructors: P.E. and Swimming Mrs. Joan Smith Music Mrs. Annalie Irvine Art and Design Ms Fiona Burr Woodwind Mrs. Jane Morton Piano Mrs. Moira Peterson Traditional Fiddle Ms Eunice Henderson Accordion Mr. Peter Wood Guitar Mr. Stevie Hook

Breakfast and Out of School Club Staff: Play Practitioner Mrs. Pamela Bennett Play Support Workers Mrs. Mary Moncrieff (Mon/Tues) Mrs. Ana Arnett (Wed/Thurs/Fri) Canteen Staff:

Mrs. Caroline Tait (Head Cook) Mrs. Jane Flaws, Miss Katherine Henderson and Mrs. Marina Smith.

Cleaning Staff: Mrs. Ana Arnett (Head Cleaner) Mrs. Leona Smith, Jeanette Murdoch, Mrs. Elaine Hepburn and Vacant post.

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School Times The school day begins at 9.15am and ends at 3.30pm for all children in P1-7. Parents of new Primary 1 children, however, may collect their child from school at 12.45pm [or 12.15pm if the child does not take school dinners] from the date of starting school until Friday 13th September 2013. Classes: P1-P4 Morning Interval: 11.00 - 11.20am Lunch: 12.30 - 1.25 pm

P5-P7 11.00 – 11.20am 12.40 – 1.35pm

Dunrossness School Nursery meets in two sessions per day, with capacity for 20 pupils per session. Morning Session 9.15 - 11.45am Afternoon Session 12.45 - 3.15pm

Visiting the School Parents of new pupils coming into the area and of pupils who have been offered a place are invited to visit the school with their children, tour the building and meet staff and pupils. Please contact the school to arrange an appointment.

Admissions and Transitions

Shetland Islands Council’s Children’s Services Admissions Policy can be found at: http://www.shetland.gov.uk/education/default.asp Transitions occur at key points in a child’s education when they move on to a different stage of learning. Transitions can include moving into nursery from home, moving from nursery into primary education, moving from primary to secondary school, moving to the senior phase of Curriculum for Excellence and then post-school learning, training or work. Transitions can also include any changes in a pupil’s learning journey, for example when a pupil changes school or when learning is interrupted due to serious illness. Nursery Children are registered and then enrolled at Dunrossness Nursery according to the procedures in the SIC Education Service admission policy. Registration week usually takes place in February and is advertised in the local press. If you wish any further information, please contact the school. After your child has a secured place in our nursery you will be contacted at home to discuss a starting date and to arrange a ‘home visit’, if you wish. Staff members will bring with them, enrolment and various other forms, our Nursery Handbook with lots of relevant information about our nursery and early education and an ‘All about Me’

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booklet to be filled in by parents and children that will be the first part of your child’s Record of Achievement during their time with us. The home visit gives staff, children and parents a chance to develop relationships in the child’s environment and helps make their transition into the nursery setting much easier. If your child has any special requirements for snack or allergies please also let us know. Any worries about toileting can be discussed so they can be sensitively handled in the nursery setting. At this meeting, you and your child will then be invited to visit the nursery in the weeks before they are due to start. We have a relaxed induction programme, and nursery sessions can be built up gradually as and when children and parents are ready. Dunrossness Nursery is very much part of the school and our Nursery children have many opportunities to become used to the whole school building and the wider school community. At least once a month, they attend a Class or Celebration Assembly with the rest of the school and often children from other classes visit the nursery to share their learning. They also spend time every week in the music room, the school hall and various parts of our school grounds enabling them to become very familiar with all parts of the school. In the terms before starting school, we begin to prepare children for the move into Primary 1, aiming to make the transition as smooth as possible. Primary Parents of children moving into P1 are asked to enrol their child during Enrolment Week which takes place in February each year. A meeting for parents of children moving into P1 is held in June just before our Transition Day. During Transition Day, the children have the opportunity to experience a morning in P1 along with break time in the playground and lunch time in the canteen. Further details of this event are given out during the parents’ meeting. All other classes have an opportunity to spend the morning with their new teacher in their new classroom during Transition Day. This gives everyone an opportunity to start building relationships and find out what the next school year holds in store. Children attend for mornings only for the first four weeks of Primary 1 and parents are asked to collect them after they have had their lunch. Secondary On completion of their Primary Education at age 11/12 years, our pupils normally transfer to Sandwick Junior High School. Together with Cunningsburgh Primary and Sandwick Primary, we have in place an excellent transition programme for our Primary 7 pupils. The programme aims to ensure that every child has a smooth transition into the next stage of their learning. This involves visits from secondary staff and former pupils, three taster sessions with P7s from the other two associated primaries, outdoor education days, a transition project, sporting events, and two days following a typical S1 timetable. Specific information is issued to the parents of primary 7 pupils

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each year. Details may be obtained from Head Teacher, Mr Stuart Clubb, Sandwick Junior High School, Sandwick, Shetland. Telephone: 01595 745320. National organisations, such as Parenting Across Scotland, provide advice to parents on supporting their child’s transitions. The direct link to Parenting Across Scotland is: http://www.parentingacrossscotland.org/ Regarding transition into adult life, more information can be found on Shetland Islands Council’s website. The direct link is: http://www.shetland.gov.uk/education/transition_into_adult_life.asp We recognise that children with additional support needs may need transition arrangements that are additional to those made for their peers. Information sharing and planning will take place in advance of each transition. Further details can be found on Shetland Islands Council’s website. The direct link is: http://www.shetland.gov.uk/education/documents/TransitionAdmissionsandPlacingRequestsInformationForParents.pdf If your child is leaving Dunrossness Primary School, you must inform the school of the address of your child’s new school. You should ask the Head Teacher of your new school to contact Dunrossness in order that your child’s records can be passed on promptly from school to school. Placing Requests If you do not wish for your child to attend the catchment area school, you can place a request with Shetland Islands Council that your child attend another school. Details of how to make a placing request can be found in Shetland Islands Council, Children’s Services, Admissions Policy. The policy can be found at: http://www.shetland.gov.uk/education/default.asp Please make your Placing Request in writing to:

Director of Children’s Services Children’s Services Hayfield House Hayfield Lane Lerwick. ZE1 0QD

To help you, the Scottish Government has published a guide for parents on choosing a school and the placing request system. It is available on the Scottish Government’s website. The direct link is: http://www.scotland.gov.uk/Publications/2010/11/10093528/0 Enquire is the Scottish advice service for additional support for learning. If your child requires additional support for learning and you wish to place a request to have your

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child schooled elsewhere, you may wish to look at leaflets that Enquire have produced; Factsheets 2, 3 and 6 have particular relevance. Please request these from your child’s school or refer to Enquire’s website. The direct link is: http://www.enquire.org.uk/publications/factsheets In Shetland, we have two special Additional Support Needs departments (attached to Bells Brae School and Anderson High School). A request for a child to access a place in one of these special departments is at the discretion of Children’s Services. Further information can be found on Shetland Islands Council’s website. The direct link is: http://www.shetland.gov.uk/education/documents/TransitionAdmissionsandPlacingRequestsInformationForParents.pdf

Transport to School Free transport is provided by the authority for pupils under eight years of age who live more than two miles from the school, and for pupils aged eight years and over who live more than three miles from the school. Information regarding bus eligibility and services is available from the school office. During the winter months all children who live more than one and a half miles from the school are transported. If your child does not qualify for transport under these regulations, and you consider that you have a special case (e.g. child suffering ill health, or has a dangerous route to school) you may appeal for transport for your child to the Director of Children’s Services. All the school buses are fitted with seat belts and children are expected to wear them until the bus has come to a complete stop at either their home stop or the school. Children are expected to be well behaved and courteous on the buses. Although conduct of children on school transport is a matter of shared responsibility between the bus company and parents, the school is, nevertheless, interested and actively involved in helping to resolve any problems which may arise. Parents must be aware, however, that, if their children persist in misbehaving on school transport, bus drivers in conjunction with the school, reserve the right to refuse to carry them. Your child is not entitled to a seat on a different bus. Where necessary, please arrange transport in advance by ringing the appropriate bus company. This is not the responsibility of the school. The above arrangements regarding Pupil Transport are currently under review as part of the SIC’s budget reduction exercise.

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Attendance/Absence/Sickness If your child is ill or if you think it is necessary for your child to be absent from school for any other reason, please contact the school with the details, as soon as possible. Section 30 of the 1980 Education Act lays a duty on every parent of a school age child to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. Attendance is monitored regularly and the Head Teacher will contact parents if a pupil’s attendance gives cause for concern. If attendance continues to be concerning, a report may be sent to the Children’s Reporter or to the Director of Children’s Services who has powers to carry out the statutory responsibilities of the Local Authority with regard to defaulting parents. Parents are asked to report all absences, between 8.30 and 9.30am, on each day of absence. Where the school has not been informed of an absence, staff will endeavour to contact parents as soon as possible to ensure they are aware that their child is not at school and to confirm the reason for their absence. If parents cannot be contacted, the absence will be referred to the Head Teacher who will decide on the most appropriate actions to take and this may include informing other services such as Police and/or Social Services. Schools are legally obliged to keep records of both authorised and unauthorised absences and these are reported annually to the Scottish Government. Where your child is absent following a case of sickness or diarrhoea please be aware that they should be kept from attending school for 48 hours following the last bout of illness. This helps to prevent the spread of infection to other children and staff. Advice on the recommended time off school for specific illnesses can be found on the following website: http://www.documents.hps.scot.nhs.uk/hai/infection-control/guidelines/exclusion-criteria-childcare-A3-2011-12.pdf In case of infectious diseases, please follow the advice given by your GP. When a child is likely to be absent for a long period but is fit enough to carry on with his or her studies, parents are advised to contact the school for class work. When the period of absence for health reasons is to be very long, several weeks or months, arrangements may be possible for the child to receive individual tuition at home. Parents are requested to arrange family holidays to coincide with school holidays, if at all possible, so as to cause the least disruption to their child’s education. Circular No. 5/03 from the Scottish Executive Department, dated 26 June 2003, states that family holidays are to be recorded as unauthorised absence from school on your child’s attendance record unless under exceptional circumstances.

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A request to withdraw a child from school must be made to the Head Teacher in advance, stating clearly when the child will be absent. Leave of Absence should be applied for on an “Application for Leave of Absence” form which can be either downloaded from the website, collected from the main office or you can phone the office and request a form to be sent home in your child’s schoolbag. Completed forms will be passed to the Head Teacher for consideration. Class work will not be given to pupils who go on holiday during term time. For further information on school attendance, a guide for parents can be found on the Scottish Government’s website. The direct link is: http://www.scotland.gov.uk/Publications/2009/12/04134640/0

Emergency Arrangements

a) Early Closing: From time to time it is necessary to close the school early for various reasons, such as bad weather or power failure. Lists of pupils by district are compiled at the school and distributed to 'Contacts' in the various districts giving them the telephone number of parents in the area, and the emergency number provided by parents. Through your 'Contact' you will be informed should the school have to be closed for any reason. You should ensure that the school is immediately updated on any changes to your contact numbers including mobile phones. During periods of snow and ice buses cannot always operate on time, particularly in the morning, though bus operators will make every effort to keep to their schedule. It should be noted, too, that the decision to send your child to school in adverse weather conditions rests with yourself, as you will be best able to judge the weather conditions in your home area. It is most important that you should make emergency arrangements for your child at all times, bearing in mind that pupils may well be on their way home before you can be contacted. In severe weather conditions, the school may be closed at very short notice, and buses will not be delayed until all parents have been notified, so it is essential that the child knows each day what to do if there is nobody at home. b) First Aid: If your child has an accident or becomes ill at school, you will be contacted and arrangements made for your child to be sent home. In the case of injury considered to require immediate medical treatment, the child will be taken directly to the doctor and their parents contacted. It is best, whenever possible, that parents collect their own children from school but, if that is not possible, transport will be arranged. If there is the possibility that no one may be at home, parents should ensure that alternative emergency arrangements are always made. Please keep the school informed.

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If your child is suffering, even temporarily, from an illness or injury which may be affected by accidents or school activities, please inform the Head teacher. This information will help to ensure that your child receives proper attention if the need arises.

Medicines/Asthma/Allergies a) Administration of Medicines. Staff are unable to administer medicines to pupils unless a Care Plan has been drawn up. Therefore children should not bring medicines to school without prior agreement with school staff. It is best that medicines are not sent to school, but are administered at home. If circumstances make it essential that your child should receive medicine in school, please contact the Head Teacher so that arrangements can be made. A medical consent form must be completed and signed by parents. These are available from the school office or on the school website. All medicines must be sent to school in their original container. All medicines will be kept in a locked container or the office fridge if refrigeration is essential. They are dispensed by a responsible member of staff who keeps a written record of all medicines administered. b) Asthma. Children who need to use inhalers to control their asthma will be able to use them as necessary. Parents should ensure that their child knows when, and how, to use the inhaler correctly. In special circumstances, a Child’s Plan may be drawn up to ensure a child who needs help, for example, with a spacer, can be aided by a member of staff. It should be noted that no teacher can be held responsible for the safety of medicine in the classroom. c) Allergies. It is extremely important that parents inform the school of any allergies their child may have. Children can suffer from a number of food allergies e.g. dairy, nut, kiwi, fish, etc or from contact allergies e.g. latex, lanolin, etc. These allergies may affect their participation in some school activities so it is important that they are recorded on each child’s record. Please note that food which has been prepared outwith the school premises cannot be shared with pupils in any class activities.

School Meals/Milk Service a) The School Meals Service provides a healthy, nutritious and inexpensive lunch, which is cooked on the premises. The weekly menu is displayed in the canteen daily and is uploaded onto the school website to allow you to discuss menu choices with your child. Lunchtime is staggered for each class to ensure lengthy queues are avoided.

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The Council has a “Food on Plate” policy. This means that all children are encouraged to take one choice from each food group on to their plate. No child is forced to eat food that they do not like or want. Parents who wish their child to take packed lunches to school should inform the school in writing in advance so that provision can be made. Lunch boxes should be named, securely packed and non-breakable containers must be used. All children queue together to sit down for their lunch and all meals are eaten in the school canteen. To change from packed lunch to school lunch and vice versa, we need a full week’s notice due to the ordering of foodstuffs and thus minimise waste. b) Dinner Money is payable weekly in arrears on Friday mornings, currently £2.00 per day. Cheques with pupils' names and numbers of meals detailed on the back are preferred. c) School Milk is charged at a rate of 75p per week payable for each term in advance. The low charge for milk is due to assistance from the E.C. School Milk Subsidy Scheme.

School Uniform/Equipment/Personal Belongings All children are expected to be clean and tidy and dressed appropriately for school. Although school uniform is not compulsory, it is encouraged for all to wear. School uniform consists of a navy sweatshirt, cardigan or fleece and a red polo shirt, both with the school logo. Jeans or plain trousers/skirts may be worn with sensible shoes. All uniform is ordered and purchased through the school. Forms are available from the school office. It is possible to view uniform items and try it on for size. For PE and Drama lessons, children require shorts, T-shirt and gym shoes. Slip-on gym shoes are preferred for young children. A swimming costume, goggles and a towel are needed for swimming lessons. Children are asked to bring an apron or old shirt for Art lessons.

Children should always bring/wear appropriate clothing to school for playing outdoors and for impromptu learning out of doors. To avoid confusion and loss, please ensure all items of clothing are labelled with your child's name. The school is not responsible for any money or valuables left in coat pockets, in school bags, tote trays, etc. We would appreciate it if parents would discourage children from taking large sums of money or valuable items to school.

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Any loss of property should be reported to the child’s class teacher, school office or janitor as soon as possible. Whilst the school cannot accept any responsibility for items lost, every effort will be made to trace missing items. Pupils are strongly discouraged from taking mobile phones to school. If a pupil requires their phone for after school, they accept total responsibility for it. Under no circumstances should it be switched on during the school day and it should remain in the child’s schoolbag or tote tray at all times.

Provision and Care of Books All class textbooks are provided. For general reading, children are encouraged to select books from the school and class libraries. Please appreciate that books are very expensive so children are asked to take particular care of any taken home and to ensure that they are returned to the school. Each child in school is provided with a Bookbag to help protect their books and their school diary which is also provided annually. This bag is expected to last throughout the child’s time in Dunrossness but replacement bags can be ordered through the school office if required. Book Clubs are organised in the school to encourage reading by giving pupils the opportunity to choose and purchase their own. Commission earned from the sale of these books is used to replenish the class and school libraries.

Financial Help for Parents

Grants are available for school meals and clothing. Guidance and an application form can be found on Shetland Islands Council’s website. The direct link is: http://www.shetland.gov.uk/education/hpc_clothing_grants_and_free_school_meals.asp Information on the provision and finance of transport can be found on Shetland Island Council’s website. The direct link is: http://www.shetland.gov.uk/education/hpc_school_transport.asp

School Policies

Copies of all current School Policy Documents can be found on the school website. Policies applicable to all schools across Shetland can be found on Shetland Islands Council’s website. The policies include:

healthy eating bullying exclusion

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school trips equality and diversity adverse weather.

The direct link is: http://www.shetland.gov.uk/education/policies_guidelines_and_forms.asp

Concerns/Complaints We hope that you will be happy with all that we do at Dunrossness Primary School. We constantly strive to provide our pupils with the best possible experience we can, helping them to fulfil their potential. However we do recognise that occasionally concerns and complaints may be raised and action may need to be taken. We strongly believe that it is best to bring your concern, as soon as possible, to your child’s class teacher or, if it is a whole school matter, to the Head Teacher. This can be done by telephone, by email, by letter or in person by appointment. Simple clarification or the provision of information can resolve many concerns. In the case of more serious concerns or complaints, it may be appropriate to address them directly to the Head Teacher. A meeting will be arranged in school at a time that suits you and our staff. We hope to resolve all complaints by this stage. Where you still feel that your complaint is unresolved, you may contact the Quality Improvement Officer for the school, Mrs Maggie Spence, on 01595 744085. In the case of preschool provision or the Ness Out of School Club, complaints can also be taken to the Care Inspectorate. Further details are displayed on the nursery information board and can be found at http://www.scswis.com/ The Complaints Procedure can be found on Shetland Islands Council’s website at http://www.shetland.gov.uk/education/hpc_complaints_procedure.asp or on our school website www.dunrossness.shetland.sch.uk in the ‘For Parents’ section. A copy of our full complaints procedure is available on request from the school office.

Shetland Islands Council – Schools Service

Director of Children’s Services Mrs Helen Budge

Quality Improvement Executive Manager Mrs Audrey Edwards

Quality Improvement Officer Mrs Maggie Spence

Contact at: Children’s Services, Hayfield House, Hayfield Lane, Lerwick. ZE1 0QD. Tel: 01595 744000)

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Dunrossness Primary School Ethos Our Motto

Living, Laughing, Learning

Our Vision

Dunrossness Primary School: A happy school where everyone is supported

and encouraged to achieve their full potential.

Our Aims 1. To provide a safe, secure, happy and healthy learning environment where respect

is given to all and shown by all; 2. To shape values, promote independence and responsibility and develop skills for

life; 3. To encourage, motivate and support everyone in our school to be the best they

can be; 4. To inspire, reward and celebrate success and achievement in all areas of learning; 5. To be an integral and responsible element of the whole community that we are all

proud to belong to. The Scottish Government recently introduced “Curriculum for Excellence” across all schools in Scotland. The curriculum is designed to provide a coherent, flexible and enriched learning experience throughout a child’s life from 3 to 18 years old. The curriculum aims to develop four capacities for successful learning. These are: Successful Learners With:

Enthusiasm and motivation for learning Determination to reach high standards of achievement Openness to new thinking and ideas.

Confident Individuals With:

Self-respect A sense of physical, mental and emotional well-being Secure values and beliefs Ambition.

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Responsible Citizens With:

Respect for others Commitment to participate responsibly in political, economic, social and cultural

life. Effective Contributors With:

An enterprising attitude Resilience Self-reliance.

We work hard at Dunrossness Primary School to ensure our vision, aims and the 4 Capacities are central to all we do. We can ask no more if pupils and staff within our school are doing their best and this is our expectation of all who work and learn in our school at all times. Visitors to our school always comment on what a good feeling there is in the school as soon as they come through the doors and we pride ourselves on ensuring a homely and friendly atmosphere for all. We have inclusion at the heart of all we do, ensuring all in the school feel safe, secure and happy and thus able to give of their best. There are many opportunities for pupils within the school to act as positive role models. For example, Pupil Voice activities such as Pupil Council, Health Committee and Eco Committee as well as P6/7 Playleaders and various peer tutoring activities throughout the school such as Paired Problem Solving and Paired Reading. All of these help to foster responsibility. We place a great importance on the health and wellbeing of all our pupils. This is promoted through a variety of curricular activities for all pupils and, for pupils who require additional support, we offer nurture, social and motor skills groups to promote self esteem and self worth amongst pupils. We are an established Eco School and have a very active and enthusiastic Eco Committee comprising pupils and staff. We have developed various areas around the school – a nature garden, vegetable plots, managed wild flower meadow, woodland and raised beds. Pupils have opportunities to participate in planting and caring for the vegetables in our plots and poly tunnel. The produce is used by the canteen where possible. We are also a Crofting Connections school and have participated in growing heritage varieties of potatoes and cereals. We hold an International School Award for our work on global issues and are British Council partners with Mount Waddy Primary School in St Anns, Jamaica. We participate in Fair Trade fortnight, work with Mary’s Meals and are currently working towards the First Level in the Rights Respecting Schools Award Scheme.

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Positive Behaviour It is important that within the school family, children learn to develop a sense of community. Living together requires an awareness of, and consideration for, the needs of others. Our aim is to encourage responsible social attitudes in the children. In order that our school may function properly, it is necessary for pupils to observe certain basic rules and standards of behaviour. We believe that it is the combined responsibility of the school and the home to provide a caring and happy, yet disciplined and orderly environment, where effective education may take place and where the aims of the school may be achieved. Positive behaviour is expected and encouraged at all times. It is also encouraged through a House System and the winning of ‘pegs’ for good behaviour as well as effort and success. Each term, the House pegs are totalled and the winning team can choose an appropriate award agreed with the Head Teacher. There will be occasions when, despite the promotion of positive behaviour, children will misbehave and punishment will be necessary. A system of removal of privileges and referral to those in higher authority has been devised throughout the school. These misdemeanours are reported home to parents who should then work with the school to ensure future compliance. In cases of disagreement between pupils, restorative practice techniques are employed to try and ensure that they are fully involved in solving the problem in a sustainable manner. In cases where behavioural problems are of a more serious nature, parents are again contacted and their help is sought in dealing with the matter. Any reports of bullying are treated seriously and investigated. If there is evidence of bullying, we follow the Shetland Islands Council policy ‘Standing Up to Bullying in Shetland’. This policy can be accessed from the following website: http://www.shetland.gov.uk/education/policies_guidelines_and _forms.asp

School Rules We will:

Show respect, kindness and consideration to others at all times; Use good manners at all times; Listen well and not interrupt; Walk quietly in the school; Look after our school and everything in it; Keep our playground voices for when we are outside; Be a good representative for the school at all times; Take responsibility for all of our actions.

Community Our school has many productive links with groups within the local community and we believe the community is an effective resource and support to the school. We make visits into the local community and invite representatives into the school to supplement curricular initiatives and support individuals and we engage with local groups and community projects. We develop opportunities for our various communities to come together by hosting special events and providing facilities by fundraising or collecting charity donations and taking part in community events. We work closely with Dunrossness Community Council, Mainland’s Shop, RSPB, Sumburgh Lighthouse Project, Quendale Mill, Overtonlea and Old Scatness, through community and educational projects and support. In addition, we work with Shetland Field Studies Trust, Shetland Amenity Trust, Outdoor Education and Active Schools to enhance and support the learning experiences of our pupils. We work closely with agencies such as Social Work, Housing, various NHS professionals, Educational Psychologists and Behaviour Support to support the well-being of pupils within the school. We also recognise our place in the global community and work hard to ensure our children develop the skills, knowledge and attitudes to be Global Citizens now and in the future. To this end we have a strong learning partnership with Mount Waddy Primary School in St. Anns, Jamaica where they have recently celebrated Shetland Day, sharing the learning they have gained from our pupils with their wider community.

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The Curriculum for Excellence Curriculum – overview The Scottish Government has recently introduced Curriculum for Excellence across its schools. The curriculum is designed to provide a coherent, flexible and enriched curriculum throughout a child’s life from 3 to 18 years old. It aims to ensure that all children and young people in Scotland develop the knowledge, skills and attributes they will need if they are to flourish in life, learning and work. The curricular areas within the new framework are Language, Mathematics, Science, Social Studies, Health & Well-Being, Expressive Arts, Religious and Moral Education and Technologies. There is a strong emphasis on Literacy and Numeracy across all areas. Curriculum for Excellence defines five levels of learning. The first four levels provide a broad general education, with progression to qualifications described under a fifth level, the senior phase. Level Stage Early The pre-school years and P1, or later for some. First To the end of P4, but earlier or later for some. Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes.

Senior phase

S4 to S6, and college or other means of study.

Teachers and practitioners will share information to plan a child’s “learning journey” from 3-18, helping their progression from nursery to primary, primary to secondary and beyond. This will ensure children continue to work at a pace they can cope with and be provided with challenge they can thrive on. Detailed information about Curriculum for Excellence can be found on Education Scotland’s website. This includes:

how the curriculum is organised the entitlements of every child how progress is assessed.

The direct link is: http://www.educationscotland.gov.uk/thecurriculum/index.asp

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Curriculum for Excellence is based on a set of principles applicable to all pupils: challenge and enjoyment, breadth, depth, coherence, progression, relevance, personalisation and choice. Breadth is achieved through a balance within the eight main areas of the curriculum: Language, Mathematics, Social Subjects, Expressive Arts, Religious and Moral Education, Health and Wellbeing, Technologies and Science. Our curriculum develops skills for learning, life and work in order that our young people may go on to further study, secure employment and play their part in a productive and vibrant society. It develops higher order skills and more advanced levels of understanding. Fundamental to Curriculum for Excellence is changes to learning and teaching methodology due to information gained through research across a number of countries. We incorporate a range of learning and teaching approaches in order to challenge and motivate our learners to achieve the best they can. These include: Use of Assessment is for Learning tools; Joint planning of topic work between teacher and learners; Active learning ; Outdoor learning; Use of Enterprise in various contexts; Peer tutoring; Cooperative learning tools.

Learning in literacy, numeracy and health and wellbeing are the responsibility of all staff and are developed in all areas of the curriculum. This allows for interdisciplinary learning and opportunities to bring real life into the classroom, making learning relevant and helping our learners to apply lessons in a variety of contexts and make connections. We have a full programme of interdisciplinary topics through which children build on prior knowledge and understanding and develop skills in a number of contexts. Language and Literacy Language is subdivided into Listening, Talking, Reading and Writing, each of which is given an equal weighting although, in the early years, Listening and Talking do predominate. Reading in the Early Stages is developed using The Oxford Reading Tree scheme and children become familiar with the sounds and the letters of the alphabet through Jolly Phonics. Later, New Ginn 360 and Jolly Grammar are used. From P5 onwards, children read novels at an appropriate level and use the computerised Accelerated Reader programme. Further details are available in school.

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A variety of material is used to develop comprehension and interpretation skills, personal, imaginative and functional writing, secretarial skills such as spelling, handwriting and grammar. Listening and talking skills are further developed through presentations, drama performances, debating and film making. From P6, pupils will have the opportunity to study French. In the earliest stages of language learning a greater emphasis is placed on listening and talking but as pupils progress, reading and writing are also developed. Mathematics and Numeracy The Maths curriculum consists of Problem Solving and Enquiry, Information Handling, Number, Money and Measurement and Shape, Position and Movement. In the early years, the emphasis is on active learning of number with some work on pattern, information handling and shape. By Primary 7, the children will have acquired a broad range of mathematical skills including discovering, discussing, ordering, classifying, generalising, drawing and measuring. Problem solving and enquiry skills are developed at all stages and the emphasis is on providing children with work-life skills and helping them reach an understanding of the relevance of mathematical thinking in everyday life. The Scottish Heinemann Maths Scheme is used across the school but teachers use a variety of resources and learning contexts, linking mathematical learning to other aspects of the children’s school experience wherever possible and meaningful. Health and Well Being Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Because of this, it is the responsibility of everyone within the school community to contribute to learning and development in this area. All staff members share the responsibility for creating a positive ethos and climate of respect and trust. The Health and Wellbeing (HWB) curriculum is based around: Mental, emotional and social and physical well being; Planning for choices and change; Physical Education, physical activity and sport; Food and Health; Substance Misuse; Relationships, sexual health and parenthood.

Experiences and activities in class develop the child’s knowledge as well as developing an awareness of self and a sense of responsibility. HWB permeates every area of the curriculum and is a fundamental aspect of the education of the whole child. We aim to promote an awareness of the needs of others, values in society and for each child to take increasing responsibility. In achieving this, children will be required to increase their knowledge and understanding about themselves, others and the world in which they live.

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Physical Education plays an important role in ensuring that our children are equipped with the skills that allow them to make choices about their own health. The PE teacher has developed a progressive programme for PE and all pupils are able to receive PE in the school’s well equipped gym, our multi-court and occasionally at the Boddam football pitch and as well as a six week block of swimming in our purpose built swimming pool. If for reasons of health a child is unfit to take PE or swimming, the parent should send a note to the PE teacher requesting that their child be excused and stating why. In the interest of safety all jewellery should be removed before children take part in PE and sports activities. Sports Day is held annually during school hours during the summer term. All pupils are encouraged to participate. Parents are encouraged to attend and participate. Religious and Moral Education (RME) Religious and Moral Education is achieved through a curriculum which includes Christianity and all other major world religions. Pupils are encouraged to develop understanding and respect for people of all faiths. Activities in these areas will help pupils to appreciate values such as honesty, fairness and respect for others and to develop a personal code of behaviour. Religious Observance: School Assembly is held once a week and on a fortnightly basis incorporates Christian worship. Pupils actively participate in musical accompaniment, reading, drama, etc. These assemblies are mainly conducted by the school chaplain. Since the school is nondenominational, the chaplaincy is shared between the ministers of the local Baptist Church and Church of Scotland. Parents have the right to seek exemption from Religious Observance for their child. Sciences Through learning in the sciences, children develop their interest in, and understanding of, the living, material and physical world. They will engage in a range of collaborative investigative tasks, which allows them to develop important skills and will recognise the impact the sciences make on their lives, the lives of others, the environment and on society. They will develop the skill of critical evaluation to equip them to make and express decisions on the moral, ethical and economic issues thrown up by developments in our scientific knowledge. Social Studies Within Social Studies topics, pupils are given the opportunity to learn about the world through exploration of other peoples and their values, their own and others’ place in society now and in different times, places and circumstances. Each topic begins with a

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discussion – what do we already know, what do we want to find out about and how are we going to do this? As they progress through the school, their experiences will be broadened from the local to the international while maintaining a focus on the influences that have shaped Shetland and Scotland. Technologies Technologies are connected strongly with all other areas of the curriculum, through extending and applying specialist knowledge and understanding developed in the sciences, through the creative use of technology in the expressive arts, through inter-disciplinary learning, for example linking mathematics, science and technologies in an energy and forces context, and through the use of technologies to enhance learning. ICT supports learning across the whole curriculum. ICT supports pupils in acquiring positive dispositions towards learning, enhancing the presentation of work, problem solving and investigative approaches. Children follow a structured program of development across the school and have access to Interactive Whiteboards in most classes. A variety of software and other ICT equipment such as digital cameras, remote controlled toys and animation equipment help to integrate ICT within all curriculum areas. Expressive Arts The Expressive Arts encourage the exploration of values and foster imagination and creativity through the areas of Art and Design, Drama, Dance and Music. Creative development is an important aspect of a child’s education. It is important that children have the opportunity to express themselves creatively so as to achieve potential and fulfilment in the widest possible sense. We plan progressive programmes of work to help children experience inspiration and enjoyment and of course develop skills in each of these areas often leading to presentation or performance. Subject specialists in art and music currently help us to present a curriculum appropriate to each stage within the school. Instrumental Instruction Instrumental instruction is available for pupils in Primaries 5, 6 and 7 and is organised centrally by Children’s Services, not by the school. A charge to parents is made for instrumental instruction, currently £140 per annum. Pupils have the opportunity to take lessons in Piano, Woodwind, Traditional Fiddle or Accordion. Regular practice is essential so a child must have a piano at home before taking up piano instruction. Pupils must also provide their own fiddles though woodwind instruments are provided to beginners if available as are accordions. It must be

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remembered that this is an extra activity and class work missed must be made up in a pupil's own time. Shetland Islands Council’s website provides information on Instrumental Instruction along with other creative learning opportunities. The direct link is: http://www.shetland.gov.uk/education/creative_learning.asp The Wider Curriculum Citizenship seeks to teach pupils to have respect for self and each other and their interdependence with other members of their neighbourhood and society. It also aims to teach pupils the duties and responsibilities of citizenship in a democratic society. Children also learn the skills of Enterprise and take part in fund-raising activities. These aspects are embedded in the whole school work we carry out and as such are part of the wider curriculum. Homework Homework is seen as an integral part of learning in Dunrossness Primary School. It is therefore useful and relevant to learning and something which teachers and pupils should approach with a positive attitude. Homework tasks are varied and wide-ranging, well balanced and coherent. They contain opportunities for open-ended work by pupils as well as ongoing practice of reading, spelling and number skills. School Trips In connection with topic work, educational visits to local places of interest are often made by classes. Your consent will be sought prior to these trips. P6 and P7 pupils have an opportunity to take part in a weeklong trip to Edinburgh, Glasgow and Loch Insh biannually.

Assessment and Reporting Continuous assessment is carried out by teachers using experience and professional judgement. Assessment can be formal or informal and at all times is used to help children to develop their learning. The school applies formative assessment strategies across the curriculum, developing personalised learning, and uses summative assessment methods too when appropriate to gather a wide range of information for each child. Pupils are assessed in order to monitor progress, identify difficulties, recognise strengths and to effectively plan next steps which take the needs of the pupil into account. Pupils are encouraged to self assess and peer assess, thus taking more responsibility for their own learning. Where a pupil’s lack of progress causes concern, parents will be consulted. Parental consent will be sought prior to more detailed diagnostic assessment being carried out.

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We track pupil progress at class and individual level gathering evidence from the work they do across the whole school year. This can be things they have made, drawn, written about or performed/said. Pieces of work are kept in Records of Achievement folders. In the upper stages, these folders are managed by the learners themselves. In the early stages, progress towards this is ongoing and pupils begin evaluating their work and reflecting on their progress in Nursery although the contents of the folder is jointly determined by learner and teacher. Every term, children set individual targets in Language and Maths in discussion with their class teacher. These are shared with parents in a termly report and progress towards achieving them is reported in the following term’s report. Parents are encouraged to make comments on these reports before returning a copy to school. Pupils across the school are working towards producing pupil profiles at the end of each academic year. P7 profiles are created by the pupils towards the end of P7. This contains information about their successes and achievements, both in school and their wider achievements beyond school, and goes on with them to S1. Further information on achievement, reporting and profiling can be found on Education Scotland’s website. The direct link is: http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/index.asp

Additional Support for Learning Most pupils will be given the support they need to access the curriculum in the general course of their education. There will be times when some pupils will need additional support. This could be on a long-term basis with the amount of support varying according to the needs of the pupil as progress is made through school or as a temporary support when a need arises. Information on how pupils’ additional support needs are identified and addressed can be found on Shetland Islands Council’s website. The website also provides information on mediation and dispute resolution services, links to the NHS and other agencies or organisations that can provide further support, information and advice about support and advocacy. The direct link is: http://www.shetland.gov.uk/education/asn_home.asp It is the duty of education authorities to give some extra help in school to all children and young people with additional support needs. Children and young people may need this help because they have a difficulty with reading or writing; they may be physically challenged; or they may have difficult family or other circumstances, which is a barrier to their progress. Sometimes children with particular gifts or talents may also

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receive learning support to ensure that they too are moving on from their prior levels of learning and understanding. Additional Support for Learning is provided in the classroom on a co-operative teaching basis. Needs of children are assessed and an appropriate level of support offered. Individual or small-group tuition is also available. We have effective links with a number of external agencies including Speech and Language Therapy, Psychological Services and Social work and can call on them to provide additional support as necessary. Please talk to Ms Simpson if you have any concerns in this area. All pupils have the opportunity through the year to talk to their class teacher to discuss their learning and help them set appropriate goals for the next stage in learning. Other useful information and advice regarding additional support for learning can be found on Enquire’s website. The direct link is: http://www.enquire.org.uk/

Getting It Right For Every Child (GIRFEC)

In Shetland, we believe that children can be better supported by adults working closely together and sharing important information with each other. This process is known as GIRFEC: getting it right for every child. Before GIRFEC can be used, consent from the parent of the child and/or the child (depending on the age of the child) is required. The staff asking permission will explain more about what GIRFEC means. Detailed information about the process can be found on Shetland Islands Council’s website. The direct link is: http://www.shetland.gov.uk/children_and_families/GIRFEC.asp

Child Protection It is every child’s right to be cared for and protected from harm. It is every person’s responsibility to make sure that happens. The Shetland Child Protection Committee provides help when there is a need. Their website gives information on how to access that help. The direct link is: http://www.childprotectionshetland.com Given ongoing public concern on the subject of child abuse, and changes in the law, schools are now required to report if they think that any child is the victim of abuse or neglect. We have two named members of staff appointed to be responsible for Child Protection matters; Ms Lesley Simpson and Mrs Andrea Henderson.

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Should you wish to talk further about Child Protection and the safety of children, please feel free to contact the school. As a school, we have good contacts with social workers and the police – any or all of whom may become involved if abuse is suspected. Shetland Islands Council’s website also provides information on our responsibilities towards children and includes where to find help and support. The direct link is: http://www.shetland.gov.uk/children_and_families/child_protection.asp Online Protection For information about online protection for your child, you may like to look at the Child Exploitation and Online Protection Centre’s website. The direct link is: http://www.thinkuknow.co.uk

Partnership with Parents

Dunrossness Primary School values parental involvement in the life of the school. Research evidence is clear that the children of parents who are interested and involved in their child’s education do better in school. Throughout your child’s time with us they will receive homework. Homework is seen as an integral part of learning in our school. It is therefore useful and relevant to learning and something that teachers and pupils should approach with a positive attitude. The school’s Homework Policy is available on request. Supporting this homework to be completed to a high standard is a very important way in which you can help your child in their learning. We aim to have effective lines of communication with our parent body and do so using a range of methods. Routine communication with parents is usually through face to face contact, newsletters, email and via our website. Urgent communication may also be necessary through phone calls and radio announcements, in the case of school closure. We have a number of ways in which parents can easily communicate with staff. For example: open access for parents after school; continuous engagement through homework diaries; use of email and our website to improve communication with parents and to

strengthen home/school partnerships and learning at home. We welcome the involvement of parents in the life and work of the school. This can take many forms, including sharing expertise and experiences in class or assemblies, helping with extra-curricular activities and clubs, supporting trips and excursions, and fundraising.

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We value parents as partners and strive to fully involve parents in their child’s learning. In addition to our ‘open door’ policy, there are a number of ways parental involvement is promoted including special assemblies to demonstrate aspects of children’s work to their family and friends, and family lunches allowing parents and other family members an opportunity to lunch with their child and sample school dinners. For further information and resources regarding getting involved with your child’s learning, please contact the school and/or take a look at Parentzone on Education Scotland’s website. The direct link is: http://www.educationscotland.gov.uk/parentzone/index.asp We actively seek, and take account of, parental views on the education we provide. We welcome feedback and suggestions at any time on any aspect of the life and work of the school. This can be done by telephone or email or by speaking to any member of staff. We regularly ask for parents views on specific areas of our work and each year we undertake a comprehensive audit of views via a questionnaire in order to evaluate the school’s performance. We regard the fostering and maintenance of good relations between home and school of vital importance in education. To encourage such co-operation the following opportunities are provided for parents and teachers to meet: a) Parents' Evenings Parents' Evenings are held twice yearly. An appointment is made to enable parents to have a private interview with class teachers to look over their children's work and discuss progress. A meeting for P1 Parents is held in the term before their child starts school. b) Parents’ Open Day During the month of June, the school holds an Open Day when parents are invited to visit the school and celebrate the successes of the children. Parents will be shown around by their children. Staff are in attendance and are available to discuss the progress of a child with the parent, though the opportunity is more limited than on Parents' Evening due to the school being open to all parents at the one time.

Parent Council Parents are represented on the Parent Council that meets five/six times a year to assist in fostering good links between home and school and to develop projects to help children with their learning. Up to date information on meetings and minutes of previous meetings can be viewed on the school website.

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You may wish to learn more about the role of the Parent Council in representing your views on education matters. You can contact the school’s Parent Council directly and/ or access information on Education Scotland’s website. The direct link is: http://www.educationscotland.gov.uk/parentzone/getinvolved/parentcouncils/index.asp Members of Parent Council Chairperson/Treasurer Mrs Jayne Anderson Vice Chairperson Mrs Margaret Birrell Clerk Mrs Sherri Malcolmson Elected Staff Member Ms Gina Scanlan Members Mr Hansen Black

Mrs Caroline Smith Mrs Janine Johnson Ms Elizabeth Robertson

Councillors Mr Allison Duncan Mr George Smith Mr Billy Fox

After School Activities The school hosts a range of After School Activities. These are usually organised on a first-come-first-served basis and parents are responsible for collecting their children at the end of the activity. The school also has an “Out of School” Club that provides childcare from 3.30 – 6.00pm. Further details can be obtained from the school.

School Fund Funding for educational trips, Christmas parties, special events and special items of equipment is raised through the school's annual Winter Fair, usually held in November and other fundraising events. This is supplemented by donations and funding from other miscellaneous sources.

School Improvement Information regarding past and present school improvement planning can be found on the school’s website. A comprehensive School Improvement Plan for 2012/13 and the

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Standards and Quality Report 2011/12 give the most up to date information. A plan for the next academic year and a report looking back over the current year 2012/13 are currently being prepared and will be available on the website in September 2013. Information about the school’s performance at national level can be found on the Scottish Government’s website and on the Education Scotland’s Scottish Schools Online website which also includes HMIe Inspection Reports. Direct links are: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education http://www.educationscotland.gov.uk/scottishschoolsonline/index.asp HMIe Inspection reports and School Consultation reports can be accessed directly on Education Scotland’s Reports webpage. The direct link is: http://www.educationscotland.gov.uk/inspectionandreview/reports/index.asp Other useful websites Information on the following websites may also be of interest to you: Scottish Qualifications Authority http://www.sqa.org.uk/sqa/41292.html Scottish Credit and Qualifications Framework http://www.scqf.org.uk/Learners, Parents and Carers Scottish Survey of Literacy and Numeracy For general information on the survey: http://www.educationscotland.gov.uk/Images/SSLN_lealet_tcm4-716257.pdf For the results of the survey and supporting documents: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/SSLN

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Dunrossness Primary School 2013/2014 Calendar of Events

AUGUST Monday 19th STAFF ONLY In-Service

Tuesday 20th STAFF ONLY In-Service Wednesday 21st School Commences for Pupils

SEPTEMBER Monday 2nd Parent Council AGM 7.30pm Monday 16th Primary 1 children commence full days

OCTOBER Monday 7th Parents’ Evening

Tuesday 8th Parents’ Evening Friday 11th School Closes 3.30pm – October Holidays Monday 28th STAFF ONLY In-Service Tuesday 29th STAFF ONLY In-Service Wednesday 30th School Re-opens for Pupils

NOVEMBER Sunday 10th School Winter Fair & Teas in the School DECEMBER Wednesday 11th Christmas Matinee & Evening Concerts Thursday 19th Christmas Parties

Friday 20th School Closes 3.30pm – Xmas Holidays JANUARY Monday 6th School Re-opens

Wednesday 29th School Closed – Up Helly Aa FEBRUARY Friday 21st School Closed - Occasional Holiday Monday 24th School Closed - Occasional Holiday MARCH Monday 24th Parents’ Evening

Tuesday 25th Parents’ Evening Friday 28th School Closes 3.30pm – Spring Holidays

APRIL Monday 14th STAFF ONLY In-Service

Tuesday 15th School Re-opens MAY Friday 23th School Closed – Occasional Holiday Monday 26th School Closed – Occasional Holiday JUNE Tuesday 24th School Sports Day (provisional)

Monday 30th Open Day from 2pm JULY Friday 4th School Closes 3.30pm – Summer Holidays

Next school year begins for pupils on 20th August 2014.